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Dr. Marshall W. Davies 《Innovative Higher Education》1979,4(2):149-156
This paper argues that although new problems are encountered as field experience programs grow larger, the basic principles of assuring educational quality remain the same. One large field experience program, the Washington Center for Learning Alternatives, and the method of educational quality control developed by that program are described. 相似文献
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Lise Bird Claiborne Sue Cornforth Bronwyn Davies Andrea Milligan Elizabeth Jayne White 《Gender and education》2009,21(1):47-61
This article undertakes a discursive analysis of the concepts of ‘inclusion’ and ‘mastery’ using memory stories generated in a collective biography workshop. The five authors analysed their memories from childhood and adolescence on two separate and competing concepts that currently inform educational practice: inclusion and mastery. These stories of mastery/non‐mastery and inclusion/exclusion often exceeded or transgressed dominant normative discourses concerning the competent performance of autonomous selves. Drawing on the work of several theorists, they authors explored these transgressions. In so doing, their analysis extends Butler’s theorising of the human subject as constituted through processes of exclusion and differentiation. 相似文献
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Anne Martel Manfred Burghammer Richard Davies Emanuela DiCola Pierre Panine Jean-Baptiste Salmon Christian Riekel 《Biomicrofluidics》2008,2(2)
A tube-in-square-pipe microfluidic glass cell has been developed for studying the aggregation and fiber formation from regenerated silk solution by in-situ small-angle X-ray scattering using synchrotron radiation. Acidification-induced aggregation has been observed close to the mixing point of the fibroin and buffer solution. The fibrous, amorphous material is collected in a water bath. Micro-wide-angle X-ray scattering of the dried material confirms its β-sheet nature. 相似文献
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What is Evidence-based Education? 总被引:6,自引:0,他引:6
Philip Davies 《British Journal of Educational Studies》1999,47(2):108-121
This paper argues that education should become more evidence-based. The distinction is made between using existing research and establishing high-quality educational research. The need for high-quality systematic reviews and appraisals of educational research is clear. Evidence-based education is not a panacea, but is a set of principles and practices for enhancing educational policy and practice. 相似文献